Collecting evidence

Staff should collect evidence that demonstrates achievement under each criterion. The criteria suggested by our framework will likely be adapted by different institutions to suit their own context and teaching goals, therefore individuals using this guide should first consult their own institutions teaching criteria and standards policy. Likewise, the evidence suggested, is merely suggestive; there is no expectation that staff will be able to draw on all of the sources of evidence for each criteria. Staff should identify sources of evidence that are most appropriate to them. This process is cumulative, and the emphasis placed on different activities may change over time, however, it is expected that levels of evidence will increase with academic level.

Self-assessment and reflection, student feedback, student learning and peer review are all sources of evidence that may be used to demonstrate achievement. Here we provide a short description of the types of evidence that may be used under each of these categories and links to further resources that provide more in depth directions on collecting evidence.

Self-assessment / self-reflection

Self-reflection is an important aspect of good quality teaching. You should be explicit when describing the way in which knowledge and values are reflected in your teaching and when describing the reasons behind your teaching methods. You should then support these claims about the quality of your teaching with external evidence. Further resources…

Student feedback

Student feedback can be used to demonstrate student satisfaction, improvement in teaching quality over time, and to demonstrate how student feedback has been used to enhance subsequent practice. Student feedback may be collected from formal sources such as student surveys and evaluations. Survey results should be interpreted and placed in context. Unsolicited student feedback may also provide evidence of student satisfaction. Further resources…

Student learning

Staff should be able to demonstrate student learning as a consequence of their teaching. Pre- and post-testing, external moderation of assessment tasks, external marking/moderation of student work and data on completions of research and honours students are all potential ways to demonstrate student learning as a result of your teaching. Further resources…

Peer review

Peer Review can encompass many aspects of collegial discourse that occur informally in most schools, as well as more formal review processes undertaken for specific purposes. Peer review can encompass observation of class room practicem, review of curriculum content and design, review of learning materials, activities and assessment tasks, participation in moderation exercises, mentoring relationships, or review of scholarly contribution and research relating to teaching and learning. Further resources…